The Flipped Classroom With Case-Based Learning in Graduate Nurse Anesthesia Education.

A pilot study was conducted to compare student academic performance and course satisfaction with the flipped classroom (a type of blended learning) and casebased learning in a graduate nurse anesthesia program. Quiz, test, and student satisfaction survey scores from a neuroanesthesia principles course were compared between 2 first-year nurse anesthesia student cohorts taught in a flipped classroom with case-based learning (n=17) vs traditional lecture-based classroom (n=19). Mean preclass and postclass quiz scores (SD) improved significantly in both the flipped classroom (8.41 [0.870] vs 8.94 [0.243], P=.03, α =.05) and traditional classroom (8.68 [0.58], P=.03, α .05). Between cohorts, no significant differences were found on mean preclass (8.41 vs 8.68, P=.34, α <.05) and postclass quizzes (8.94 vs 9.0, P=.32, α <.05) or examination scores (29.41 [2.00]; 28.31 [2.14]; P=.12, α <.05). Student satisfaction scores were favorable but not significantly different between cohorts. Based on noninferior outcomes in student academic performance and satisfaction, the flipped classroom with case-based learning may be a suitable alternative to the traditional lecture-based classroom in graduate nurse anesthesia education.

Exploring Strategies to Increase and Sustain Membership in the American Association of Nurse Anesthetists.

The total numbers of Certified Registered Nurse Anesthetists (CRNAs) in the United States and members of the American Association of Nurse Anesthetists (AANA) have risen to an all-time high. However, the percentage of CRNAs who are AANA members has been slowly declining since 2006, particularly among newly certified nurse anesthetists. To develop new strategies to increase and sustain CRNA membership, the AANA conducted a translational research project that explored evidence-based determinants of individuals' decisions to join professional associations, current membership practices and patterns, results of a recent member needs survey, and socialization of student registered nurse anesthetists (SRNAs) into the AANA. Membership patterns and results of an AANA member needs survey corresponded to evidence-based factors that influence the decision to join a professional association, such as perceived value of membership vs cost of dues, generational factors, and peer support/role modeling. All SRNAs are socialized into the AANA as associate members. However, their decision to remain members after entry into practice is strongly influenced by the cost of dues and possibly peer attitudes. Thus, wider promotion of dues payment options, positive peer support for membership, and ongoing member needs surveys to maintain member satisfaction may help increase and sustain AANA membership.

Hacia un cuerpo de la experiencia en la educación corporal / Into a body of experience in corporal education / Por um corpo da experiência na educação corporal

Se trata de pensar la experiencia, esta vez desde un cuerpo inmanente, singular y encarnado. Iniciamos con algunas tensiones ejercidas por filósofos, antropólogos y sociólogos sobre el paradigma cartesiano, para, posteriormente, proponer algunas de sus posibilidades en la Educación Corporal. Interesa, aquí, ir más allá del cuerpo disecado y categorizado, para dirigirse a un cuerpo de la experiencia, es decir, a subjetividades en proceso, mediante prácticas objetivas, sensibles y de saber.

This paper thinks the experience from a body immanent, unique and incarnate. We started this journey with some twists review exercised by philosophers, anthropologists and sociologists on the hegemonic paradigm of modernity to then relate this to the practices of corporal education. Interested, here, to go beyond the dualistic body and categorized to address a body experience, he says, of subjectivity in a process, through practices objective, sensitive and knowing.

Este ensaio pensa a experiência desde um corpo imanente, singular e encarnado. Iniciamos essa trajetória com a revisão de algumas torções exercidas por filósofos, antropólogos e sociólogos sobre o paradigma hegemônico na modernidade para, posteriormente, relacioná-lo com as práticas da educação corporal. Interessa, aqui, ir mais além do corpo dissecado e categorizado para dirigir-se a um corpo da experiência, quer dizer, a uma subjetividade em processo, mediante práticas objetivas, sensíveis e de saber.

Cuerpo y conocimiento. Cartas / Body and knowledge. Letters

Este texto recoge algunas experiencias vertidas al vocabulario académico. Hace uso del ensayo para resonar esas experiencias en el campo de la Estética, de la Educación y de la Filosofía. Los sentidos son su diapasón y el cuerpo, su medida. Además, las reflexiones que ensaya están cosidas por fechas. Especie de metodología epistolar presumida. Estas reflexiones sobre la formación de lo sensible en el cuerpo pretenden ofrecerse como materia de trabajo para ejercicios de autoformación a quien pueda interesar.

This text contains some experiences discharged into the academic vocabulary. Test is used to resonate these experiences in the fieldof aesthetics,education and philosophy. The senses are its- fretboard and body, your needs. In addition, the reflections that are sewn tested by date. kind of smug letters methodology. These reflections on the formation of the sensible body intended to offeras a matter of self-training exercises work for whom it may concern.

Aprendizagem do naufrágio: Moby Dick, Ahab, um leitor e o muro / The wreck learning: Moby Dick, ahab, a reader and the wall

Este texto apresenta uma experiência de aprendizagem com uma obra literária e com ideias filosóficas. Ele é narrado por um Leitor, personagem fascinada pelo encontro com Moby Dick de Melville, que conta uma experiência de perda de sentido com o universo educativo, com o universo do ensinar e aprender. Para enfrentar tal experiência, ele busca aliar-se a alguns conceitos, especialmente, de Deleuze e Guattari. Entende, então, que o pensamento filosófico não dá apenas referências, mas o impulsiona também em direções não pensadas, não previstas por ele. Com personagens literários e filosóficos, ele vive e busca expressar uma experiência de aprendizagem: uma "aprendizagem do naufrágio". Entende que uma aprendizagem não se encerra na conquista de um saber, mas tem uma íntima relação com um desprender-se de si próprio.

This paper presents a learning experience through a literary work and some philosophical ideas. It is narrated by a reader - a character fascinated by the encounter with Melville's Moby Dick - who tells the experience of loss of meaning with the educational universe and with the universe of teaching and learning. To face such an experience, he seeks to ally with some of Deleuze and Guattari's concepts. Thus he understands that philosophical thinking not only provides references, but also pushes him towards directions he himself had not even thought about. Along with literary and philosophical characters, he lives and seeks to express an experience of learning: 'learning from the wreck'. He realizes that learning does not end with the conquest of a piece of knowledge, but rather, it has an intimate relationship with the letting go of oneself.